Monday, Mar. 9th p. 202, 203

Monday, Mar. 9th

2023/9/15 Mon.L.T.: I can explain through diagrams, graphs, and writing the forces, speed, and energy levels of various parts of the roller coaster.DO NOW: Thinking about forces, speed, and energy levels: we should expect to see some sort of pattern with these 3 ideas as the RC car makes its way down the roller coaster. What kinds of patterns should we expect and why? (Your answer should be in 3 parts: forces, speed, and energy levels).…………………..Reflection: Did I finish Friday’s right side and today’s tri-fold paper? If not, what do I need to do tonight to finish? Did I ask questions and compare with my neighbors to check my work? Did I look for patterns as a way to help me check my work?

203Title: Pink Poster Analysis 2

See pink poster analysis from Friday’s right side

Tri-fold analysis paper eventually taped in

Patterns 5th period

• Forces:• 1) Gravity stays the same. Always there, always constant.• 2) Sliding friction is also constant; air friction increases with greater

speeds (more particles running into you in a given amount of time)• 3) Normal force changes direction according to angle of track but always

stays 90 degrees to surface. Is also always constant as long as mass stays constant.

• Speed:• 1) Speed increases when car is moving downhill; speed decreases when

moving up inclines.• Energy:• 1) KE is at its most at the “valleys”; PE is at its most on the tops.• 2) No KE and PE at the end (bc its all been transferred to the structure)• 3) When PE is at its highest, KE is at lowest (and vice versa) UNLESS

energy has been transferred

Patterns 4th period

• Forces: • 1) Gravitational pull is always pulling the car down and is always

constant. 2) Normal force is always 90 degrees to the surface and it is also constant. 3) Sliding friction is constant; air friction increases as car increases speed.• Speed:• 1) Speed increases when car is moving downhill; speed

decreases when car is moving uphill.• Energy Levels:• 1) More KE = more speed = downhill or at valleys.• 2) PE transfers into KE as car moves.• 3) PE rises as car is moving uphill.• 4) Energy transfers from car to structure at the end.

Patterns 3rd period• Forces: 1) Gravity is acting on the car with the same

strength the entire time. 2) Air friction increases when the car is moving faster; sliding friction stays constant. • Speed: Car speeds up downhill, slows down when going

uphill. • Energy Levels: 1) PE increases when the car is on top of

a hill. 2) As the car moves downhill (speeds up) PE turns into KE. 3) When KE goes down, PE goes up, when PE goes down, KE goes up (see-saw pattern)

Patterns 2nd period

• Forces: 1) Gravity will always be pushing the car down. 2) Frictional forces will increase as the speed of the car accelerates.• Speed: 1) When the car is going downhill, it is increasing

its speed. 2) When the car is moving uphill, it decreases its speed.• Energy Levels: 1)PE increases as you move elevation

higher. 2) KE increases as the car moves downhill (speeds up).

Today’s Task

• Using these patterns we’ve come up with from our DO NOW and strategically seating ourselves (next to people who have neighboring sections as me), make your published version of forces, speed, and energy levels to put on the pink poster.

• I will be sitting back and taking data as to how many on task and off task conversations you have during today’s work.

Forces Diagram: 1. Draw the car on the section of track you’ve been assigned. 2. 2. Using arrows (mindful of direction and length) and labeling,

show what forces are acting on this car. 3. 3. Also describe if forces are balanced or unbalanced and why.

Speed Info:1. Calculate avg. speed of this section using data from previous

pages. (meters/second)2. Describe whether the car is moving at constant speed or

accelerating in comparison to neighboring sections.

Energy Levels: (draw as no friction; explain about friction in paragraph)1. Draw a bar graph showing the PE and KE levels of the car in

this section.2. Write a short paragraph scientifically explaining why the levels

are the way they are.

Seating• Goal: to sit next to people who have neighboring

sections as you so you can use comparison and patterns to check your work